learning global competencies through immersion€¦ · through immersion chris dede harvard...

Learning Global Competencies

Through Immersion

Chris Dede

Harvard UniversityChris_Dede@harvard.edu

https://www.gse.harvard.edu/faculty/christopher-dede

The Core Challenge We Face

Shifts in the knowledge and skills society values

Development of new methods ofteaching and learning

Changes in the characteristics of learners

Doing Better Things rather than Doing Things Better

What is “Success”?

In the past five years, which students of yours were the most impressive to you?

Not grades

Not high stakes test scores or academic awards

Not admission to elite universities

Potential positive impact on civilization

Which of their attributes led to that judgment?

1976 2018

2013

Jenkins’ Framework for New Literacies

Play — experimenting with one’s surroundings in problem-solving

Performance — adopting alternative identities for improvisation and discovery

Simulation —interpreting and constructing dynamic models of real-world processes

Appropriation — the ability to meaningfully sample and remix media content

Multitasking —scanning one’s environment and shifting focus to salient details

Distributed Cognition — fluently using tools that expand mental capacities

Collective Intelligence —pooling knowledge with others toward a common goal

Judgment —evaluating the reliability and credibility of different information sources

Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities

Networking — the ability to search for, synthesize, and disseminate information

Negotiation — the ability to travel across diverse communities, discerning andrespecting multiple perspectives, and grasping and following alternative norms

Digital Teaching Platforms(Dede & Richards, 2012)

Player Piano Jazz Combo

The Future of Skills: 2030

Judgment and Decision Making

Fluency of Ideas

Active Learning

Learning Strategies

Originality Abilities

Systems Evaluation

Deductive Reasoning

Complex Problem Solving

https://www.nesta.org.uk/publications/future-skills-employment-2030

OECD 2030

Creating New Value

adaptability, creativity, curiosity, and

open-mindedness

Reconciling tensions and dilemmas

thinking in a integrated way that recognizes

interconnections; thinking systemically

understanding the needs and desires of others

Taking responsibility

Acting ethically

Self-control, self-efficacy, problem-solving

National Research Council (2012)

Today's children can meet future challenges if their schooling and

informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and

entrepreneurs.

Dimensions of Advanced

Knowledge and Skills

Cognitive

Outcomes

Intrapersonal

Outcomes

Interpersonal

Outcomes

Cognitive processes and

strategies

Intellectual Openness Teamwork and

Collaboration

Knowledge Work Ethic and

Conscientiousness

Leadership

Creativity Positive Core Self-Evaluation Communication

Critical Thinking Metacognition Responsibility

Information Literacy Flexibility Conflict Resolution

Reasoning Initiative

Innovation Appreciation of Diversity

“Deeper Learning”

Case-based learning

Collaborative learning

Apprenticeships

Self-directed, life-wide learning

Learning for transfer

Interdisciplinary studies

Diagnostic assessments

Immersion

Continuum of Immersive Media

PC virtual reality headsets

Delivery Methods

for Immersion

Smartphone-based

interactive 360 videos and augmented reality

PC virtual simulations

360 videos

interactive navigation

traditional content (text, videos)

assessments

PC Browser

Smartphones+ VR Lenses

GearVR

Oculus Go

Real

Teacher

Virtual

Studentscontrolled by hidden human puppeteer

http://ecolearn.gse.harvard.edu

EcoMUVE to EcoXPT

Inquiry based on

Observation

Can infer correlations

Inquiry based on

Experimentation

Can infer causation

Supporting Causal Reasoning in Complex Systems

Situated Experimentation

in EcoXPT

Provides epistemologically authentic experimentation and

investigation, extending student comprehension of causal relationships.

Experimental tools allow students to gather confirming evidence and

to test misconceptions.

Tolerance Tanks

Tracers

Comparison Tanks

The Weather Simulator

Mesocosms

The Buoy

Supports students as they build

and test their own hypotheses about why the large fish died.

Logfiles: Events, Chats, Notebooks...

Database of Logdata - Track students’ behaviors: where they went, what data they

collected, path to solve problem

Tools for Transformational Insights

The Next Wave of

Disruption/Transformation

Research-based Overview

Affordances

Authentic experiences for teacher / parent learning

Authentic assessments of individuals and groups

Reduced cost and risk

Technology-assisted data collection

Standardized authentic training and testing scenarios

Large distribution via web and smartphones

A Different Model of Teaching

Experiences central, rather thaninformation as pre-digested experience

Knowledge is situated in a contextand distributed across a community

Reputation, experiences, and accomplishments as measures of quality

Core Principles of

Professional Development

Teachers teach as they were taught.

The important issue is not technology usage,

but changes in content, pedagogy, assessment,

and learning outside of classroom.

Continuous peer learning is the best strategy

for long-term improvement.

Professional Development:

Communities of “Unlearning”

Developing fluency in using emerging interactive media

Complementing presentational instructionwith collaborative inquiry-based learning

Unlearning almost unconscious assumptions and beliefs and values about the nature of teaching, learning, and schooling

Challenges in Unlearning:

Individual

A leader unlearning the practices that underlie one role to

instead use a new set of practices for a new role (shifting

from command-and-control to distributed leadership)

A teacher/professor transforming instructional practices

from presentation/assimilation to active, collaborative

learning by students (using the case method of teaching, or

using project-based learning)

Is what I am trying to shift a threat/challenge

to my identity, to how I see myself, or how I see the world?

Quarterback Decision Making

Rizzo: VR for PTSD

Slater: VR for Empathy

Challenges in Unlearning:

Organizational An educational organization transforming from credentials

certified by seat-time and standardized tests to credentials

certified by proficiency on competency-based measures,

irrespective of student time taken to accomplish this

An educational organization that (perhaps unconsciously)

discriminates against certain types of people transforming

its individual and institutional behaviors to actively

promote diversity and equity

Is what we are trying to shift a threat/challenge

to my identity, to how I see myself, or how I see the world?

The Impact of Big Data & Machine Learning

© Center for Curriculum Redesign

Three key areas in which machine bests humans:

• consume huge amounts of data

• receive thousands of inputs at once

• create a unified model of knowledge across that

scale of information and make judgments from it

Timothy Estes, founder and CEO of Digital Reasoning

But Humans…

© Center for Curriculum Redesign

Have access to a LOT more [diverse] data than amachine:

building intuitions and holistic pictures in our mind

seeing connections that the machine might not even

have the possibility of seeing because it doesn’t have

the right data.

Have a powerful role in figuring out the sources of data to give the machine and projecting their intuition.

Learning WITH the Machines

Deep Learning (A.I.) + “Deeper Learning” (H.I.)

= Augmented Intelligence

© Center for Curriculum Redesign

Thinking about “Pipelines”

Grade Progressions based initially on age,

then on prior schooling

K-12 and and 13-14 and 13-16 and 17-18, 20, 24…

K-16

preK-20

Age Progression based on life-stage and personal evolution

Assumption that this next generation will typically live until 90+

Assumption that must work until approximately 75 to cover retirement

Assumption that people about age 15 start to plan about their first career

The Sixty Year Curriculum (60YC)

The 60 Year Curriculum (60YC)

Services and experiences that encompass learning

to prepare for a lifelong series of careers

to excel in the roles that a succession of social, civic,

and professional opportunities present

to engage in post-career activities

resilience and creativity given social, civil, and professional

uncertainty, challenge, and opportunity

DCE/HGSE 60YC Workshop

DCE/HGSE 60YC Workshop

Overview of Stanford and GaTech

A series of “loops” over the course of a lifetime, with mid-career

refreshment for older students and work in the world for younger

A focus on skill acquisition/competencies rather than disciplinary

topics and academic field

Personal-paced learning programs over six years distributed

across time and space.

Declaring a purpose rather than a major: mastery with meaning.

Globalization at home with an emphasis on inter/intrapersonal.

Microcredentials, minimester classes, and credit for

accomplishment measured by demonstrated competencies.

Personalized advising and learning based on AI

A distributed worldwide presence with Living Libraries

Potential Aspects of a 60YC Model

Question for Discussion

Would you advise a young person you are mentoring to give preference to a higher education institution that offered a 60YC approach?

Why or why not?

Title | Date

Supporting Inquiry through Modeling

2D Programming Environment:

• Test theories by programming the

behavior of agents in the system

• Assess how well the computer

model “fits” with the immersive

ecosystem.

Immersive Ecosystem:

• Authentic Ecosystem

• Observation and Data Collection

• Develop theories and build causal

relationships

Modeling Cycle

Movement

between mediums

to iteratively refine

& test theories.

Computational modeling and programming

activities are integrated with an immersive

ecosystem such that the epistemic goals of science

are visible to young learners

Title | Date

Woodpeckers as A Keystone Species

Constructing

explanations

Students exposed to

EcoMUVE provided

richer explanations

Explanations included:

- plausible scientific mechanisms

- connections to prior knowledge

- comparison among variables

“Were there measurements that

surprised you? If so, tell

us why?”

“Was the pond healthy?

Explain why.”

Concept Map Tool

GoPro Cameras Capture

EcoMOBILE Experience